a quiet revolution

no child left – redefinition

Perhaps some examples of working family units: Grecos, Cormiers, .. ? There are plenty of them, no doubt. But there are no where near enough. That would be the new/old role of public ed, making sure everyone is a part of some small community where they ongoingly practice authenticity and attachment.

If we could work together on just this one little idea/mindset/experiment, we’ll find we have so much more – for everyone. People who don’t currently have resources, will benefit from the vast moneys (1.7 trill in ed; 2.3 trill in health, et al) we often squander/misuse today. People who do currently have resources will benefit/learn from something more valuable than the resources, the people/community. Imagine vast amounts of people/geniuses/artists/scientists/mentors (7 bill worldwide) freed up to play/work/make/create/solve/do/be their art.

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redefining..

graphic links to wikipedia where it says this:

The Act (2001) requires states to develop assessments in basic skills. States must give these assessments to all students at select grade levels in order to receive federal school funding. The Act does not assert a national achievement standard; standards are set by each individual state.[4] NCLB expanded the federal role in public education through annual testing, annual academic progress, report cards, teacher qualifications, and funding changes.

No Child Left Behind requires all government-run schools receiving federal funding to administer a state-wide standardized test annually to all students. This means that all students take the same test under the same conditions. Schools which receive Title I funding through the Elementary and Secondary Education Act of 1965 must make Adequate Yearly Progress(AYP) in test scores (e.g. each year, its fifth graders must do better on standardized tests than the previous year’s fifth graders).

if equity is everyone getting a go every day.. redefining public education becomes revolution of everyday life.. aka: global equity